Overview of Course 4S: Developmental Model of Clinical Supervision in Behavioral Health.
This course addresses the purposes, principles, ethics, methods and techniques of supervising Mental Health and Addiction Professionals, from a RISK MANAGEMENT and DEVELOPMENTAL MODEL perspective.
Read examples of boundary and dual relationship issues and the reasons for consistent documentation of the supervisee's work with clients. Learn the difference between direct vs. vicarious liability of the clinical supervisor, and understand the evolution of competence in both the supervisor and the supervisee.
The course provides a sensitive explanation of the collaborative relationship between Supervisors and Supervisees, the Supervisor's function as role model and mentor for Supervisees, and the supervisor's role of GATEKEEPER for licensure in the profession.
The authors and publishers of much of the primary course content are found here - SAMHSA et al. CEU By Net has inserted updated ethics and client rights information pertaining to SAMHSA-CSAT's July 2020 modification of 42 CFR, Part 2, and NBCC's 2020 revision and publication of its Ethics of Online Counseling policy—now published as ‘Policy Regarding the Provision of Distance Professional Services.’
Overview of Course 2M—Risk Management of Medical Error in Behavioral Health
This course explores the risk and repercussions forthcoming from HUMAN MISTAKES (i.e., MEDICAL ERRORS) made by clinical supervisors, supervisees, managers, and staff in the delivery of services.
The course explains how program design and system flaws are responsible or play a major role in most human errors which occur in behavioral health programs and other medical settings. Awards 2 CEUs [and 1.5 for NBCC]. Approved by Florida CE Broker for Medical Errors course credit.
Overview of Course 7R—The Essentials of Risk Management.
This course presents a comprehensive approach to establishing an in-house Risk Management program for Behavioral Health treatment programs and their professional staff. It is also appropriate for the Corporate and Military clients of EAPs, and for the design and content of Clinical Supervision Programs.
The course presents the essential processes involved in Risk Management within the workplace—up-front Prospective Prevention Planning and after-the-fact Retrospective Review and Correction.
The emphasis is upon identification of the HUMAN FACTORS and the SYSTEMIC and PROGRAM DESIGN ISSUES which potentially contribute(d) to Critical and Adverse Incidents in the workplace, and the development of PREVENTION and CORRECTION plans.
The course includes numerous vignettes which graphically demonstrate the necessity of Risk Management and the problems which organizations create and face when they fail to establish Risk Management Prevention and Correction Plans.
3. Know the central principles and guidelines of clinical supervision pertaining to ethical and legal vulnerability of both the supervisor and the supervisee, dual relationships and boundary issues, informed consent by both the supervisee and the client, confidentiality, and supervisor-specific ethics. <br><br>
4. Understand the legal distinction between 'direct liability' and 'vicarious liability', and how these apply to the need for DIRECT OBSERVATION of supervisees and DOCUMENTATION of supervisory actions and interactions. <br><br>
5. Know how to implement the steps in a 'decision tree' to effectively manage a situation in which the supervisor is concerned about a possible ETHICAL or LEGAL violation by a supervisee. <br><br>
6. According to the Developmental Model of Supervision, know and be able to recognize three levels/stages of development of new Behavioral Health Supervisees, and the levels/stages of development of Behavioral Health Clinical Supervisors. <br><br>
7. Know the various methods and techniques of MONITORING and EVALUATING the development and clinical performance of supervisees, including DIRECT and INDIRECT methods of observation, and the benefits and limitations which apply to each. <br><br>
8. Understand the difference between clinical and administrative supervision, and learn approaches to balancing both responsibilities when necessary. <br><br>
9. Know how to prevent, recognize and address issues of problematic CULTURAL competence between the supervisee and the client, and between the supervisor and the supervisee.<br><br>
10. Learn about the June 2020 changes in Federal statute ‘42 CFR, Part 2,’ pertaining to confidentiality for persons receiving treatment for SUD, and the revision of NBCC's ETHICS policy for Online Counseling, which was expanded to include Provision of Distance Professional Services in multiple distance media formats. <br><br><br>
Originally published by SAMHSA-CSAT (2009—Rockville, Maryland) as part of ‘Treatment Improvement Protocol (TIP) No. 52’; was revised and updated by SAMHSA-CSAT in 2014; and was subsequently indexed and published online in this document’s format in 2014 by National Center for Biotechnology Information, U.S. National Library of Medicine, National Institutes of Health (NIH)as Part 1, Chapter 1, Clinical Supervision and Professional Development of the Substance Abuse Counselor: Information You Need to Know.
’ References and bibliographical notations are included within the text from NBCC, AAMFT, NASW, and numerous recognized mental health research publications, reflecting the multidisciplinary nature of the document, with SUD-specific references where applicable. <br><br><br>
THE AUTHORS AND PUBLISHERS OF SPONSORED COURSE 4S: SAMHSA built upon this model in 2009 as ‘Treatment Improvement Protocol (TIP) No. 52’ and TAP 21-A pertaining to competencies of clinical supervision, and subsequently updated those publications. In 2014 the document was indexed and published in this course's format by National Center for Biotechnology Information, U.S. National Library of Medicine, National Institutes of Health (NIH), as ‘Part 1, Chapter 1, Clinical Supervision and Professional Development of the Substance Abuse Counselor: Information You Need to Know.’
References and bibliographical notations are included within the text from NBCC, AAMFT, NASW, and numerous recognized mental health research publications, reflecting the multidisciplinary nature of the document, with SUD-specific references where applicable.
These courses are approved for Texas LPCs, LMFTs, LCSWs, and LCDCs, Texas Certification Board (TCBAP-TAAP), NAADAC, EACC-EAPA, IC&RC, California CAADE and CADTP, NBCC, California BBS, Florida Certification Board for CAP (FCB), Florida CE Broker for Mental Health, and most State Mental Health and Addiction Licensing Boards nationwide.
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